Viviane Namaste is Concordia University Research Chair in HIV/AIDS and Sexual Health and a professor in the Simone de Beauvoir Institute at Concordia University.T.H. Vukov is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).Nada Saghie is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).Robin Williamson is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).Jacky VallÉe is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).M. LafreniÈre is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).M. Leroux is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).AndrÉa Monette is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).Joseph Jean-Gilles is a researcher and activist involved in a community advisory committee associated with the research for this book known as Projet Polyvalence (www.polyvalence.ca).

• Introduction The Epistemology of Epidemiology: Understanding the Knowledge and Limits of Public Health Research and Education Epidemiology as informing social science research Behaviour: limited as a basis for knowledge and education Evidence-based medicine and HIV education The cultural construction of epidemiological categoriesEpidemiology and gender: Where are the women in public health? Epidemiology and the erasure of bisexuality Race and public health: Cultural stereotypes and epidemiological research Conclusion Institutional Ethnography: Understanding the links between research, policy and education on HIV/AIDS Institutional ethnography Institutional ethnography and research methods: how to collect data A critical literature review "Leading Together": HIV/AIDS policy in Canada and how it informs education "Step up prevention efforts" Funding HIV/AIDS research in Canada "More information about the prevalence of bisexuality within the studied population" Whose community?Specific Populations: The exclusion of bisexuality in federal AIDS funding Conclusion Methods and Methodology: Designing an HIV Prevention Research Project Relevant to People who have Sexual Relations with both Men and Women Interviews Interview guide Recruitment Statistical overview of study respondents Community-based research and action research Conclusion "The message is ugly, you know?" Limits of HIV Education in QuÉbecInformationCurrent HIV campaigns: Shooting ourselves in the foot ?- "The message is ugly, you know?":Beyond fear-based HIV campaigns - Lack of information concerning both male and female partners in existing campaigns - Using plain language to get a message across - Diversity of people in educational campaigns: age, culture, multiple sexual partners, beauty - The need for practical information Suggested formats for HIV education Conclusion "Cherchez la femme": The exclusion of women in HIV education and services Cherchez la femme Content desired for inclusion in educational campaigns Conclusion "And that's a big gap, I think": Linking HIV/STD education and services Linking education and services Access to health care services for bisexual men and women Swingers: access to condoms "Et les filles?" The lack of sexual health information for bisexual women Suggestions for linking education and services Conclusion Connecting knowledge and action: Development and distribution of HIV and STD prevention materials Actions during the research process Development of educational posters Conclusion Conclusion References